Developing Critical and Creative Thinking - in Science

Developing critical and
creative thinking: in
science
The Coalition Government took office on 11 May 2010. This publication was published prior to that
date and may not reflect current government policy. You may choose to use these materials,
however you should also consult the Department for Education website www.education.gov.uk for
updated policy and resources.
Developing critical
and creative thinking:
in science
Developing critical
and creative thinking:
in science
First published in 2008
Ref: 00054-2008DVD-EN
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The National Strategies | Secondary 1
Developing critical and creative thinking: in science
Contents
How to use this study unit 2
Introduction 3
What is critical and creative thinking? 5
But Im just a science teacher 9
Strategies for developing critical and creative thinking 13
Appendix 1: Elements of critical and creative thinking in existing materials 32
Appendix 2: Thinking words 36
Appendix 3: Task 12 Full Moon causes car accidents some prompt questions 37
Appendix 4: Evidence decision maker 38
Crown copyright 2008 00054-2008DVD-EN

2 The National Strategies | Secondary
How to use this study unit
This study guide offers practical suggestions for you to use in the classroom when
considering the teaching of How science works within the department and classroom.
All the strategies suggested have been tried and tested by teachers in their classrooms.
They draw on both academic research and the experience of practising teachers. You
may have looked at Teaching and learning in secondary school materials (DfES 0423
2004); although there are similarities with these materials, you will find that this unit
gives specific advice that will be immediately relevant for use in your science lessons.
Your science consultant can help you work through this unit or you could pair with a
colleague who also wishes to enhance the progress of pupils. This way of working will
build capacity within the department and capitalise on peer support.
The unit is structured so that the tasks listed towards the beginning are simple and
quick to implement; more challenging activities come towards the end. It contains case
studies and tasks for you to undertake, and reflection activities which will help you
revisit an idea or change your own practice. Practical tips and tasks allow you to
consider the advice or try out new techniques in the classroom. The final page invites
you to reflect on the experience of having tried out new materials and set some
personal targets for the future. You can work through the materials in several ways:
Start small choose one class to work with. Ask another teacher or your subject
leader to help by providing a sounding board for your ideas.
Work with your science consultant on developing and planning your approach to
creating a progress culture. After three weeks meet together to review how it is
going. Discuss which strategies have been most effective with one class and plan
how to use this with other classes.
Find another science teacher to pair with and team teach. Design the activities
together and divide the teachers role between you.
Work with a group of teachers in the department. Use the unit as a focus for joint
working, meet regularly to share ideas and then review progress after a few weeks.
Identify the sections of the unit that are most appropriate for you and focus on
those.
You may find it helpful to keep a journal of events. For some tasks you may want to
make a video recording of yourself in action so you can make a realistic appraisal of your
performance. You could add this, along with any other notes and planning that you do
as you work your way through the unit, to your continuing professional development
(CPD) portfolio.
00054-2008DVD-EN Crown copyright 2008

Introduction
Recent research1 about pupils perceptions and attitudes reveals that many agree that
science is important for society and for making a positive contribution to everyday lives.
However, this same positive view is not reflected in their perceptions of school science.
Many pupils feel that science lessons are content heavy with transmissive pedagogy.
Some felt much of the science curriculum was irrelevant, aimed mainly at preparing
students for a career in scientific research at university. These concerns are echoed by
employers.
Science in schools is dull. It bears no resemblance to what goes on in the

real world Here science is incredibly creative, theres lots of problem
solving that goes on, and theres none of that in school science.
Engineers need to be creative and innovative in solving problems.
Work related learning in science (2006), University of Warwick
The key thing is thinking ability and problem solving.

Leading petrochemical company, Work related learning in science (2006), University of
Warwick
Critical and creative thinking underpin the new programmes of study at Key Stage 3 and
Key Stage 4.
By providing rich and varied contexts for pupils to acquire, develop and
apply a broad range of knowledge, understanding and skills the
curriculum should enable pupils to think creatively and critically to solve
problems and to make a difference for the better.
National Curriculum Handbook p1112
Pupils who are critical and creative thinkers will be prepared for a rapidly changing
world where they may have to adapt to several careers in a lifetime. Many employers
want people who can see connections, have bright ideas, are innovative and are able to
solve problems. Good critical and creative thinking abilities provide pupils with the tools
needed for independent and life-long learning.
Helping pupils improve the skills of critical and creative thinking cannot be a bolt-on
activity but should permeate each lesson. Teachers should structure activities that build
on pupils abilities, interests and experiences. This creates opportunities for pupils to
develop these skills in a safe environment where they feel able to take risks.
1
Different Countries, Same Science Classes: Students experiences of school science in their own words by Terry Lyons International Journal of Science
Education Vol. 28, No. 6, 12 May 2006, pp. 591613; also The Relevance of Science Education Project (ROSE) in England: a summary of findings by E.W
Jenkins and R.G Pell, Centre for Studies in Science and Mathematics Education, University of Leeds, Leeds LS2 9JT, UK

The goal of incorporating critical and creative thinking processes into lessons is to
develop individuals who value knowledge and learning. They are able and willing to
think for themselves.
Critical and creative thinking are interrelated and complementary aspects of thinking
that are combinations of abilities, knowledge, values, attitudes, skills and processes.
Critical thinking could be described as reasonable, reflective, responsible and skilful
thinking that is focused on deciding what to believe or do. A person who thinks critically
can ask appropriate questions, efficiently gather and sort relevant information, reason
logically from this information and come to reliable and trustworthy conclusions about
the world. It is an important part of analytical ability.
Creative thinking is generally considered to be involved with the creation or generation
of ideas, processes, experiences or objects. It is sometimes thought that creative people
are rare and that creativity involves some unusual talents. There are people with
exceptional creative talent who need to be nurtured. However, everyone is capable of
creative thinking in different areas of activity if the conditions are right and they have
the relevant knowledge and skills.
This booklet is one of four study guides that are provided as part of a suite of materials
to increase the number of pupils who reach L6+ at Key Stage 3 and A*/ B at Key Stage 4.
The four booklets are:
Talking science pedagogy
Creating a progress culture
Going for gold: securing attainment
Developing critical and creative thinking: in science.

What is critical and creative

thinking?
Task 1: What is critical and creative thinking?

With a colleague, or as a department, use the quotes below to help you discuss what
is meant by critical and creative thinking.
The definitions offered are meant only as a stimulus to the discussion.
It is important that the department has an agreement on what these terms mean.
Critical thinking
Critical thinking is What do you think? Critical thinking is when

applying well-known you balance everything
criteria to a problem, in question to reach a
turning the handle and judgement
producing an answer
Critical thinking is when Critical thinking is when

you set out to find faults you examine the item in
question to find its good
and bad points
Creative thinking
Creative thinking What do you think? Creative thinking is about

happens when you come linking existing ideas
up with something together to form a new
no-one else has ever idea
thought about
Creative thinking is Creative thinking is being

finding a new application inventive, expressive and
of existing knowledge showing imagination as
and understanding well as routine skills
le Penseur, Auguste RODIN, S. 1295, bronze, 180 x 98 x 145 cm,

Jerome Manoukian, Musee Rodin, Paris.

Science teachers are generally more at ease with critical thinking because it is closely
linked with the analysis and evaluation of data. Indeed many people do not associate
science with creativity and creative thinking although scientists:
create new products;
solve problems;
create models to help explain phenomena.
Science is often taught in a very structured and organised way which can leave little
room for creativity.
In the publication All our futures: Creativity, culture and education (DfEE 2001) creativity is
broken down into four characteristics.
Thinking or behaving imaginatively.
Purposeful imagination the imaginative activity is aimed at achieving an objective.
Originality pupils have ideas that are new to them.
Outcome of value this is where critical thinking is important as pupils need to
judge the value of what they and others have done.
This is an interesting starting point. While imagination is a key part of creativity, it must
have some purpose imagination without purpose is not creativity.
Originality in science could be the discovery of a new scientific principle but this is
unlikely in the classroom. However, when teachers help pupils to tackle questions, solve
problems and have ideas new to them this is creative behaviour.
Imaginative activity with a purpose is only creative if it has value in relation to its
purpose. There are many instances of this type of tension in science. Pupils need to
explore the moral and ethical implications of scientific and technological developments.
There is no consensus on a definition of critical thinking. However, Ennis (1987) 2
describes it as reasonable, reflective thinking that is focused on what to believe or do.
Most definitions suggest the process is:
active;
persistent and careful, i.e. not jumping to conclusions;
about reasoning, and evaluating reasoning.
2
Ennis, R. H. (1987) A Taxonomy of Critical Thinking Dispositions and Abilities

Task 2: Two sides of the same coin?

Draw two large overlapping circles (Venn diagram).
Creative Both Critical
Copy and cut up the characteristics below. Decide if the characteristics belong to pupils
who are thinking creatively, critically or both.
enquiring and analytical mind proposes new ideas when something

captures their imagination
generalises and identifies patterns makes connections between different

areas
shows perception and intuition not satisfied with simple explanations

and readily identifies inconsistencies in
them
thinks logically ingenuity
thinks divergently creates ideas for change
needs logical proof imaginative
visualises a concept a problem solver
motivated when dealing with abstract uses ordered thinking to enable him/
concepts and links them together in her to wonder and ask pertinent
creative ways questions
a deep desire to understand how and determination to process information to

why things are find answers
makes choices good evaluation skills
judges evidence seeks validity in reports
produces multiple solutions responds to serendipity
keen observation skills

The aim of the exercise is not to find a definitive answer but to think more deeply about
how closely the two are intertwined. While critical thinking and analysis is readily seen
as an important skill in science few teachers will have considered the creative thinking
aspect of this.
Although critical and creative thinking can contribute to problem solving they are not
the same thing. Not all problems call for creative solutions and not all creative thinking
is about solving problems although it needs to have an outcome of value.
The new National Curriculum 2007 places a strong emphasis on the development of
skills for life and work. The framework for personal, learning and thinking skills3 has
been built into the curriculum.
Appendix 1 contains lists of critical and creative thinking skills from three areas:
How science works;
Secondary National Strategy Leading in learning materials (DfES 0035-2005G);
Personal, learning and thinking skills
These are offered in three columns as a possible result of using the approach in task 2.
3
Personal, learning and thinking skills framework (PLTS) has six areas: Independent enquirers, Creative thinkers, Reflective learners, Team workers,
Self-managers and Effective participators. www.qca.org.uk

But Im just a science teacher
There are many pupils who think that they only need to learn about science if they are
going to be a scientist. For many pupils a scientist is still viewed as that narrow
stereotypical model of a mad, male professor in a white coat.
The purpose of How science works is not about teaching pupils to be scientists. It is
about developing flexible problem solvers and good critical and creative thinkers. While
it is important that scientists have these skills they are not exclusive to scientists. If more
pupils understood this distinction then they would see the wider relevance of their
science lessons in developing transferable skills.
Creativity is most effective when it is developed and adopted by the whole department.
Through science many of the skills that underpin creativity can be taught, such as
questioning, challenging, making connections, keeping options open and problem
solving.
The new programmes of study and the attainment targets have a clear focus on the
importance of critical and creative thinking.
Experimentation and modelling are used to develop and evaluate

explanations, encouraging critical and creative thought
Importance of science QCA National Curriculum
Task 3: Explicit or implicit?

Look at a copy of the new science programme of study: Key Stage 34 which includes
the attainment targets.
Highlight in one colour where creative thinking is explicit or implicit. Repeat using a
different colour for critical thinking.
Try this for your Key Stage 4 examination specification.
4
See www.qua.org.uk/curriculum

Task 4: What happens in my classroom?

Use the list in appendix 1 and find the area with which you are most familiar. Choose
up to three of the skills.
1. Over the next two weeks keep a record of which pupils, in which lessons,
demonstrated these skills.
2. Consider whether the task, context or organisation of the lesson made a
difference.
3. Consider if there were missed opportunities for pupils to develop/demonstrate
these skills.
Building opportunities into lessons for pupils to develop these skills is important. In
many instances this requires some changes in approach rather than rewriting lesson
plans and finding new resources. For example, a typical Year 7 lesson on change of state
sees pupils melting an ice cube, taking the temperature and drawing a graph. Pupils
could be asked to work in pairs to find an explanation for the graph and then to
evaluate each others explanations.
Task 5: Identifying the opportunities in a lesson

Use one of your lesson plans or the outline lesson plan below on the medicinal use
of illegal drugs.
Working with a colleague, or as a department, identify opportunities within this
lesson for the development of creative thinking skills and critical thinking skills.
Use appendix 1 to identify which particular aspects of the skills
could be developed.
Devise a learning objective for this lesson that would develop one of the aspects
identified.
Outline lesson plan: medicinal use of illegal drugs
How science works 1b How interpretation of data, using creative thought,

focus provides evidence to test ideas and develop theories
Breadth of study 5e Human health is affected by a range of

context environmental and inherited factors, by the use and
misuse of drugs and by medical treatments
Learning objective(s) To develop a balanced argument for or against the use

of illegal drugs in medical treatment

Planned sequence of Starter

activities, including Discussion using a newspaper article or clip from a
starter and plenary media report on use of cannabis as a treatment for MS
Main activity
Describe the purpose
of each activity in the Provide pupils with a few suitable websites and/or
teaching sequence articles which will provide a range of evidence about the
use of cannabis
Legislation why is it illegal?
Effects of cannabis on the body
Statistics on misuse of cannabis
Research on the use of cannabis in medical
treatments
Statistics on the use of cannabis in medical
treatments
Class to have a quick vote on those for and against. Split
into groups accordingly
Time to prepare arguments with the evidence to back it
up
Debate on the issues
Plenary
Draw an imaginary line the length of the classroom with
the ends of the line representing the two extremes of
the argument. Pupils have to choose and justify their
position on the line based on the ideas presented
Significant or Access to ICT facilities and suitable websites that have

uncommon resources been agreed with the ICT technician as available and not
blocked
Any particular advice Maintain a balanced argument throughout

or instructions for the Ensure pupils are familiar with the process of
teacher argumentation and debate5
Other notes
Opportunities to develop critical and creative thinking need to be planned into the
scheme of work. The rest of the guide provides a range of ways for doing this. It may be
as simple as planning in some open questions or increasing the amount of discussion
time. You may decide to introduce some different activities.
5
Osbourne, J. Eduran, S and Simon, S (2004) Ideas, Evidence and Argument in Science (IDEAS) Project, Kings College, London

Task 6: Identifying the opportunities in your scheme of work

Consider a module of work, either at Key Stage 3 or Key Stage 4, and use the grid
below to see where the individual lessons may be located. If the whole department
is involved in this activity different pairs of teachers can analyse different modules to
give a key stage overview.
Do some of the lessons need to be adjusted so that the students can experience,
practise, improve and engage with the skills associated with critical and creative
thinking?
Lots of Creative thinking
Critical thinking
Not much of
Not much of Lots of

Strategies for developing

critical and creative thinking
Critical and creative thinking is fostered in classrooms that:

focus on inquiry teaching;
encourage questioning and use open-ended questions to challenge;
deal with controversies thereby encouraging discussion, debate and discourse;
bring students in to contact with real world problem solving;
allow pupils to take risks, make connections and see relationships;
allow for quiet reflection;
make the most of unexpected events;
allow pupils to take a lead;
help pupils to develop criteria to make informed judgements;
help pupils value different ways of working;
give opportunities to explore ideas, keep options open and envisage what might be.
Once opportunities have been identified in lessons, teachers need to identify strategies
that can help foster critical and creative thinking. Examples include:
using the vocabulary of critical thinking themselves. For example, asking questions
such as What can you infer about the effects of acid rain on sedimentary rocks?;
involving students in role-plays or simulations of historical events where people
held conflicting views. For example, the 1926 symposium on continental drift;
organising for structured controversy. This involves students in discussions and
debates which address more than one side of an issue and require students to back
arguments with evidence and reference to consequences;
encouraging students to recognise when material presented in texts, films etc.
over-simplifies or distorts reality;
asking students to watch television programmes or read newspaper articles which
express different viewpoints, then analyse the relative strengths and weaknesses of
the arguments, including possible motivation of the authors;
asking students questions with multiple answers or several equally correct answers
and discussing if there is a right answer;
asking students to solve a real-life problem where there is a possibility of more than
one adequate solution and where several different types of information are
required. For example, construction of a wind farm at a site of special scientific
importance.

Reflection
Appendix 2 contains a list of thinking words. Which of these
words do you use regularly with pupils? How confident are you that pupils know
what they mean? Are there any words that are key to critical and creative thinking
that you dont use with pupils?
Most pupils do not have the vocabulary needed for critical and creative thinking or may
use the words without clarity of meaning. Think of all the pupils who have written for
their evaluation: I could of done it better!

Strategies to try
Living graphs and fortune lines
Living graphs and fortune lines relate to graphical representation. Both require pupils to
think about how one variable relates to another and moves them from the world of
plotting points and reading off values.
In Living graphs a line graph is presented together with a set of related statements.
Pupils have to position the statements on the graph and give reasons to justify their
decisions. They are encouraged to suggest hypotheses and to give reasons for opinions
or deductions based on what they think the graph represents. It reinforces the
importance of explanation and reasoning and encourages pupils to realise that a variety
of answers may be possible.
Fortune lines start with a narrative and use the plotting of points as a route to explore
meaning. Pupils are asked to suggest a scale and then to plot the fortunes or emotions
of one or more individuals over a sequence of episodes in time, then to justify their
decisions.
This is an example of a fortune line from a religious education lesson about how Peter,
Mary and Judas might have felt during the death of Jesus.
Very happy
Judas
F
e Mary
e
l Peter
i
n
g
s
Very unhappy
The last supper
Judas kiss
Arrest
Trials
Mocking
Crucifixion
Burial
Resurrection
Events

Task 7: Living graphs

Reproduce the graph below on A3 sheets. Pupils work in small groups and use the
cards in table A to tell the story for the graph shape below. There are two possible
scenarios to try. The blank cards can be used by pupils to add their own suggestions.
Small groups can then join together to critically assess, evaluate, agree or disagree
with the inferences that have been made.
V
e
l
o
c
i
t
y
Time

Table A. These cards should be copied and cut up and attached to the graph at
appropriate points to tell a possible story for that graph.
Scenario 1 Scenario 2
The pull of There is a sudden A dog runs out This section of

gravity is much increase in air in front of the road has a
stronger than resistance. car. 60mph speed
any air restriction.
resistance.
The sky diver The sky diver It is 8.30 in the The driving force
reaches a top jumps out of the morning. equals the drag
speed of plane. forces.
45m/s.
The sky diver The first parachute The driver is late The mobile
practises fails to open for work. phone rings.
free-fall properly.
acrobatics.
The sky diver is The sky diver has The traffic light There is an
travelling at a to avoid a huge changes from accident on a
constant flock of birds. red and amber busy route.
speed. to green.
The wind is The sky diver hits The route goes Police are at the
stronger than the ground. past a local side of the road
predicted. nursery school. with a mobile
speed camera.
Task 8: Fortune lines

Read through the story below or use your own version. Ask pupils to plot/chart how
they think the people closely linked to this story felt at each stage.
Edward Jenner (in red)
James Phipps (in green)
Mrs Phipps, the mother of James (in blue).
Pupils can compare and justify their lines with another group.

Edward Jenner vaccinates against smallpox (1796)
Jenner: Smallpox is stemmed, Robert Thom, American, (Grand Rapids, MI, 19151979,
Michigan), oil on canvas, 102.87cm x 83.82cm (40in. x 33in.), Collection of the University
of Michigan Health System, Gift of Pfizer inc. UMHS. 23.
Infectious diseases can spread easily from one person to another. Just over 200 years
ago many people, mainly infants and young children, died from a disease called
smallpox.
1. Edward Jenner, a British doctor, noticed that milkmaids who often caught a mild
disease called cowpox never seemed to catch the deadly disease smallpox.
2. He decided to do some experiments to test his ideas of how to prevent someone
from catching the deadly smallpox.
3. He took some pus from a scab on the arm of a milkmaid who had cowpox.
4. He scratched this cowpox pus into the arm of a young boy called James Phipps.
5. James caught cowpox, and was ill for a while, but soon he was well again.
6. Jenner then took some smallpox pus from a dying victim of the deadly disease.
7. The doctor then scratched this deadly pus into the arm of James Phipps.
8. James did not catch the deadly smallpox disease.
9. Jenner was the first person to discover that people can be protected from one
deadly disease by vaccinating them with germs from another related disease that
is not deadly.
10. His work saved many lives and led others to develop vaccines.

Feelings Time
1 2 3 4 5 6 7 8 9 10
Role-play and debate

Teachers can foster critical and creative thinking by involving students in role-play or
simulations of historical events where people held conflicting views. In this example, the
Scopes trial in 1925 debated the issues around teaching only creationism as an
explanation for the existence of life on Earth.
This structured controversy will involve students in discussions and debates which
tackle more than one side of an issue and requires them to back arguments with
evidence and reference to consequences. There is a wealth of research materials
available on the Internet to provide the background to the trial. A book about the trial,
Inherit the Wind by Jerome Lawrence and Robert Edwin Lee, was made into a film of the
same name in 1960. The DVD of the film is readily available and could be used as a
stimulus for discussion about the issues raised.
Task 9: Role-play and debate

Compare the two lesson plans for the Scopes trial below.
How could you incorporate more critical or creative thinking into lesson 1?
What would you need to do to ensure that lesson 2 was successful?
Sample lesson plan 1: The Scopes trial

Starter activity
The teacher provides an explanation of the background to the Scopes trial in 1925.
Pupils are given a brief written background on the trial. There are several websites
with student-friendly information:
www.law.umkc.edu/faculty/projects/ftrials/scopes/evolut.htm

www.bradburyac.mistral.co.uk/tennesse.html
http://en.wikipedia.org/wiki/Scopes_Trial
http://xroads.virginia.edu/~ug97/inherit/1925home.html
Pupils read through the information and answer the following questions.
Where and when did the Scopes trial take place?
Who was John Scopes?
What was the trial about?
Who were the main opponents in the trial?
Main activity
Ask pupils to feed back their answers to the set questions.
Explain that the main task is to write a brief paragraph about the reason for the trial,
the key events of the trial and the outcome of the trial.
Ask a few of the students to read out one of the paragraphs.
Plenary activity
Remind pupils of the key arguments of the trial and ask the following questions.
What was the verdict at the end of the trial?
What happened to William Jennings Bryan shortly after the trial finished?
What happened to the verdict a year later?
Do you agree with the verdict? Explain your answer.
Sample lesson plan 2: The Scopes trial

Starter activity
Watch selected clips from the DVD Inherit the Wind (MGM, 1960, Spencer Tracy).
This is a black and white film readily available at a budget price.
Ask pupils to work in pairs to write down three key points from the clips they have
watched.
Pupils now share these key points with another pair. Are there points of agreement?
What are the differences? Can they explain why the specific key points were
selected?
Main activity
Provide pupils with a brief written background on the trial (see lesson plan 1 above).
Divide the class into three groups. Explain that their task will be to role-play what
arguments might be used if a similar trial were held today. The emphasis should be
on using valid scientific arguments, countering arguments from the opposing view
and explaining why each argument was selected. One group will enact the opening
statements from each side; a second group will enact questions the prosecution and
defence teams might ask of their opponents. The final group should prepare and
enact the closing arguments to support each side of the case. Pupils representing
the prosecution and defence can meet briefly to agree on the arguments/points
they would make in each section of the trial.
Each group enacts their section of the trial.

Plenary activity
Pupils work in pairs to select the arguments for and against evolution which they
believe are the strongest arguments used in the mock trial.
Pupils share these arguments with another pair and then another group of four
students.
Take feedback from each group of four or eight and ask them to justify their
selection of the strongest arguments.
As well as consulting your English and humanities departments, help for setting up a
debate can be found at:
www.planet-science.com/sciteach/debating/index.html
www.wsjclassroomedition.com/pdfs/wkst_debate.pdf
Concept cartoons TM
Concept cartoons TM are cartoon-style drawings that offer a range of viewpoints about
the science in everyday situations. This new way of looking at a situation can make it
problematic and provide a stimulus for discussion and developing ideas further.
The faster we go The car The wheels

the more energy uses fuel, not make energy
the car uses. energy. from the fuel.
They are available from the Association for Science Education or from the Internet
(www.conceptcartoons.com) and can be used or adapted in a variety of ways. For
example, asking pupils to devise their own cartoons can stimulate creative thinking;
discussing alternative viewpoints can develop critical thinking.
Disassemble
If we take a question like How many uses can you think of for a biro? most people
would think of perhaps four or five. If we disassemble the biro into its constituent parts,
or characteristics, and think of uses for each part then the possibilities are increased.
Examples might include:

hollow tube straw for drinking; musical instrument; pea shooter; walkway in ant
farm and so on;
spring conductor in a circuit; piece of jewellery; fixing to hold paper together;
unwound and used to clean small pores in shower heads and so on;
transparent case glue together and make a window for a dolls house; insert
light-emitting diodes to make a Christmas decoration; aquarium for a pet water flea
and so on.
Task 10: Disassembling

Model the process for pupils. Let them try one of the following.
Make flubber 6 using borax and PVA glue.
Make slime. 7
Grow crystals.
Use disassembling to think about creative uses for the product.
Link this to the discovery of celluloid which was originally used for replacing ivory in the
production of billiard balls and then was found to have many other applications.
Another example is the way that sticky notes were created. 4 5
Using thinking grids and organisers

There are many examples of concept maps, mind maps and graphic organisers that can
be used to structure pupils' critical and creative thought processes. A few examples are
given below.
a) Morphological analysis
Features are listed as column headings and variations are listed in the columns. For
example, this table lists some features of a torch and identifies some possible variations.
Power supply Bulb type Light intensity Size
Battery Halogen Low Hand held small

Mains/ Energy saving Medium Medium
rechargeable Coloured High Large
Fuel cell Variable
Combinations are then selected from each column (randomly or otherwise) to create a
new mixture of components which pupils then evaluate or think of a purpose for.
For example, a large torch that uses a fuel cell, energy saving bulb and variable light
intensity could be used in the African bush.
Pupils could use this technique when designing an organism to live on another planet.
6
Instructions for making Flubber can be found at www.muddlepuddle.co.uk/Science/Kitchenscience.htm
5
Instructions for making Slime can be found at www.nclark.net/ChemistryRecipes.pdf

b) PMI analysis
Pupils discuss and agree the positives, minuses and interesting aspects about an object,
e.g. glass umbrella; wooden coffee mug or issue e.g. human cloning; staging the
Olympics on the Moon in 2200.
Positives Minuses Interesting aspects
c) Similarities and differences

Pupils discuss and agree the similarities and differences between examples such as:
an electric circuit and a flowing river (to decide if it is a good model/analogy).
a euglena, plant and animal cells (to decide what euglena should be classified as).
natural selection, artificial selection and genetic modification.
This could be investigated using a Venn diagram or organiser similar to the one below.
Different Different
Same
River Circuit
d) SWOT analysis
Pupils discuss the strengths, opportunities, weaknesses or threats of a scientific
development or issue, for example, irradiated food.
Strengths Opportunities
Weaknesses Threats

e) Risks, benefits, consequences grid

Pupils discuss the risks, benefits and consequences of a scientific development or issue,
for example, organ transplantation, space exploration or stem cell technology.
Risks Benefits Consequences
Task 11: Use a thinking grid

Decide on an appropriate grid to use with one of your classes. If they have not used
one before model the process using a simple everyday context.
At the end of the lesson discuss with pupils whether they found this a useful tool or
not, and why.
Build up a range of these grids so that pupils can select the most appropriate one for
their needs.
Top tip
Talk to other departments to see what types of grids they already use that pupils
could apply to science lessons.

Recognising the pitfalls

The table below outlines a few common pitfalls on the way to becoming a good critical
thinker.
Pitfall Definition Example Tip
Selective thinking Tend to only take Pupils only look for Evaluate all evidence
and bias notice of things that sources of evidence before making a
confirm your belief that confirm their judgement
viewpoint or
prediction
Ignorance Lack of background Making judgements Make appropriate

knowledge to make about issues such as knowledge available
an informed GM crops on limited
judgement information and
understanding
Emotive subject Use of words A discussion on Learn to recognise

intentionally to animal and distinguish the
arouse feelings experimentation emotive content of
language
False implication Language that is Dairy products Make pupils aware of

clear and accurate express fat content as how statistics can be
but actually suggests a percentage of presented in a biased
something false weight, not calories: way
for example, 2% low
fat milk (weight)
becomes 31% (when
expressed as a
percentage of
calories)
Biased reporting Published research An advert that states Check for other
that only reports that research shows research evidence
positive and not the product had
Check how well the
negative effects beneficial effects on
positive research
health but not other
was conducted
research that shows
no benefit from the
same product
Making Articles that lack Accepting ideas and Evaluate the logic in
assumptions detail but are cleverly evidence written by the argument
phrased or written by scientists as true presented and how
experts different scientists
often disagree

Task 12: Developing your critical thinking

Work with a colleague on the article below. Critically evaluate what has been
written. Are any of the pitfalls present?
Discuss how you would model the process for pupils.
Full Moon causes car accidents
Car accidents occur 14% more often on The company, which an international
average during a full Moon than a new Bank agreed to buy in June, speculated
Moon according to a study of three that Eastern philosophical concepts of
million car policies by a well known yin and yang may explain the accident
insurance company. rate. It cited feng shui expert Pauline Yip,
The data show a rise in all types of saying that the full Moon radiates more
accidents involving single and multiple of the Suns yang energy onto the Earth
cars, the company said in a press release making people aggressive and impatient.
today. The next full Moon will be The insurer said it will not be changing
tomorrow night. its underwriting criteria to take the full
We know the Moon is a strong source of Moon into account.
energy as it affects the tides and weather
patterns but we are surprised by this
bizarre trend, Stuart Henfield, head of
car insurance at this company, said today.
Appendix 3 contains some comments about the article that you might like to refer to.
After modelling the process for pupils, give different groups articles to read and critically
evaluate and list the questions they would need to ask.
Appendix 4 contains an evidence decision maker that pupils might find helpful in the
task.
Task 13: Helping pupils to progress

The grid below shows some steps in developing reasoning and evaluation skills and
suggests activities to help pupils progress. Read this and then work with a colleague
to complete the similar sheet for developing creative thinking on p 31.

Ways to make progress in the thinking areas of reasoning and evaluation
Thinking area Reasoning
Thinking skill Getting started Activity to move On the way Activity to move student on Becoming secure
Crown copyright 2008

student on
Give reasons for State a reason for an Ask the student to tell Explain why they Ask the student to talk you Explain the process
opinions and opinion or action you what they have reached that through the steps they took in of reaching their
actions considered in reaching opinion or carried reaching their opinion opinion or carrying
Example: Show the
their opinion out their action out their action
students some ordinary Example: Ask the student to
batteries and some Example: Ask the student explain to you what data they
rechargeable batteries and to complete the sentence thought they needed to answer
ask them which they would I chose this type of the question Are rechargeable
choose for a remote control battery for this particular batteries better for the
use because environment?, where they found
it and what they did with it to
come to their final decision
Draw inferences State one or two relevant Ask the student to tell Can select several Using the students inference/ Can propose
and deductions points you what they thought relevant points and deduction discuss how the data several alternative
about when they explain why they could be used to come to an viewpoints each of
Example: In the discussion
considered their chosen have been chosen alternative view which they can
on the use of energy it is
points defend
widely accepted that the Example: Ask the student to now
world cannot carry on Example: Ask the student carry out the task of finding
using fossil fuels in the way to tell you about the alternative energy sources for a
we have in the past relative likely costs of the range of different countries with
alternative sources of very different environments
The students may well
The National Strategies | Secondary
energy and their effect on

state that we must find
the environment
alternative sources of
energy
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27
28
Thinking area Reasoning
Thinking skill Getting started Activity to move On the way Activity to move student on Becoming secure
student on
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Make informed State a piece of evidence Ask the student to tell Explain, using at Using the students evidence Explain clearly,
judgements and to support their you how they least two pieces of ask her/him to explain how using all the pros
decisions judgement prioritised in reaching supportive important each piece is and cons, how they
their decision evidence, why they have weighed up
Example: In discussions Example: Ask the student to give
have reached the the evidence and
about washing up liquids Example: Ask the student weightings to each piece of the
judgement arrived at their
the student says that brand to talk about the cost of decision making process, i.e. cost,
judgement
X is used at home because the product and its effectiveness, effect on
the adverts support it cleaning effect environment, etc.
Explain what Say what they think with Ask the student to Say what they think Ask the student to tell you Use a wider
they think a reason defend their idea using with reasons and by about the accepted ideas they background
because using supportive have considered in building up knowledge to say
Example: In a discussion
evidence their evidence what they think
about ways of getting to Example: Ask the student
and explain their
school a student may say to compare the polluting Example: Ask the students to
choice of
that 4x4 vehicles should be effect of a 4x4 engine to compare the wider implications
supportive
banned because they an ordinary car engine. of using different forms of

evidence
pollute the atmosphere Then ask about the fuel transport to get to school in
consumption of different addition to pollution, e.g. social
forms of transport health, environmental, economic

Thinking area Evaluation
Thinking skill Getting started Activity to move On the way Activity to move Becoming secure
student on student on
Evaluate Can say, simply, how the Ask the student to Can explain why Ask the student to tell Can apply a range of criteria

information information has been of explain what they the information is you a number of such as reliable/valid/
value considered in deciding of some value in the tests they could accurate in order to judge
whether the particular case apply to help decide if the value of the information
Example: A student could
information had some the information is of
comment on how useful
use any value
they found the new food
labelling systems. Example: Ask the student Example: Ask the
to tell you how the student to tell you how
information could be of they would convince an
value to someone trying overweight relative,
to cut down on their salt who is trying to lose
intake weight, of the value of
these new labels
Judge the value Able to state one reason Ask the student to tell Able to compare Ask the student to tell Able to explain how they
of what they in favour and one reason you how they would the item to a set of you how they could have weighted different
read, hear and do against prioritise their reasons given criteria and to rank and weigh any parts of the evidence in
against the given judge its worth information/opinions order to reach their
Example: In discussions
criteria judgement
about alternative energy Example: Ask the
resources the student is Example: Ask the student student to put the
able to state one reason in to list the desired benefits of the wind
favour of wind farms and requirements of an farm in an order of
one against alternative energy source importance in relation
and then compare the to the problem to be
characteristics of the solved

wind farm approach to
that list
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29
30
Thinking area Evaluation
student on student on
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Develop criteria State one criterion the Ask the student to tell Able to decide on Ask the student to talk Able to choose from a range
for judging the work/idea has to meet you how they would two or more criteria you through how they of criteria the most suitable
value of work or judge whether the in order to judge might decide on the to apply when judging the
Example: Students identitfy
ideas work/idea was of any the value of the most important value of the work/idea
one criterion they will use
use work/idea criteria to choose
to assess the model/
analogy they devised to Example: Ask the Example: Ask the
explain chromatography. students to identify student to decide if the
further criteria they could criteria could be
use to assess the models/ applied to other
analogies others devised models and analogies
to explain and whether this might

chromatography. influence their decision.
(Copyright Essex CC) shows one interpretation of the different levels of engagement with the thinking skills, championed by the National Strategy Leading
in learning project. This document also suggests some ways in which the students might be moved on in their development.

Table for Task 13
Thinking area Creative thinking
pupil on pupil on

Generate and extend Having been given an Able to apply an idea Able to apply several
ideas idea can extend it into a new context connected ideas into a
simply in the same new context
context
Suggest hypotheses Can suggest a simple Able to explain why Able to use
relationship between they think a background
items studied in relationship may exist knowledge and
familiar contexts between the items understanding to
being studied in range propose relationships
of contexts between items in new
situations
Apply imagination Able to propose a Able to link several Able to construct a

novel approach or novel approaches or linked set of
interpretation interpretations in approaches to
regard to the situation generate an alternative
framework for
consideration
Look for alternative Can suggest one Able to explain an Able to consider the
innovative outcomes alternative alternative outcome possible consequences
of alternative
outcomes
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31
Appendix 1:
Elements of critical and creative thinking in existing
materials
The table below suggests where aspects of critical and creative thinking occur in How
science works, Leading in learning and the Personal, learning and thinking skills
framework. This table also enables you to see links between the three aspects.
All schools are teaching How science works as part of the Key Stage 4 curriculum. Some
schools are familiar with thinking skills from the previous National Curriculum or
Leading in learning. Other schools might want to engage with the new Personal,
learning and thinking skills framework. It is expected that departments select the one
they are most familiar with or would like to develop for task 5.

Creative thinking Both creative and critical thinking Critical thinking
How science works Questioning Theories Questioning

Generation of Modelling Research and data
ideas Explanation of evidence collection

Analysis
Application of evidence
Evaluation of evidence
Argument
Accuracy
Correlation
Causation
Design of task
Peer review by individuals
Hypothesis/prediction
and science community
Technical feasibility/ethics
Reliability
Risk analysis
Validity
Five thinking skills Apply imagination Develop criteria for judging the value of work or Evaluate information
from National Look for ideas Judge the value of what
Curriculum 2000 alternative Test conclusions and improve ideas they read, hear and do
Handbook and innovative
used in Predict outcomes and anticipate consequences Make informed
outcomes judgements and decisions
Secondary Pose and define problems
National Strategy Generate and Explain what they think
extend ideas Plan what to do and how to research
Leading in
Give reasons for opinions
learning materials Suggest Ask relevant questions

and actions
hypotheses Draw inferences and deductions
Sequence
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33
Analyse part/whole relationships

Locate and collect
Compare and contrast relevant information
Sort and classify
34
Personal, learning Generate ideas Identify questions to answer and problems to Analyse and evaluate
and thinking skills and explore resolve information, judging its
possibilities relevance and value
00054-2008DVD-EN
Plan and carry out research, appreciating the
Ask questions to consequences of decisions Support conclusions using
extend their Explore issues, events or problems from different reasoned arguments and
thinking perspectives and consider the influence of evidence
Connect own and circumstances, beliefs and feelings on decisions Set goals with success
others ideas and and events criteria for their
experiences in Question own and others assumptions, try out development and work
inventive ways alternatives or new solutions and follow ideas Review progress, acting
Seek out through on the outcomes
challenges or new Adapt ideas as circumstances change assess Invite feedback and deal
responsibilities themselves and others, identifying opportunities positively with praise,
and show and achievements setbacks and criticism
flexibility when
priorities change Evaluate experiences and learning to inform future
progress
Communicate their learning in relevant ways for

different audiences
Co-operate with others to work towards common
goals
Reach agreements, managing discussions to
achieve results
Adapt behaviour to suit different roles and situations

Show fairness and consideration to others

Take responsibility, showing confidence in
themselves and their contribution

Provide constructive support and feedback to
others
Work towards goals, showing initiative,
commitment and perseverance
Organise time and resources, prioritising actions
Anticipate, take and manage risks
Deal with competing pressures, including personal
and work-related demands
Respond positively to change, seeking advice and
support when needed
Discuss issues of concern, seeking resolution where
needed
Present a persuasive case for action
Propose practical ways forward, breaking these
down into manageable steps
Identify improvements that would benefit others
as well as themselves
Try to influence others, negotiating and balancing

diverse views to reach workable solutions
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35
Act as an advocate for views and beliefs that may

differ from their own
Appendix 2:
Thinking words
adapt examine realisation

analogy experience recall
apply experiment recognise
assess explain reconstruct
assumption extrapolate refine
attitude formulate reflect
belief hypothesise reorganise
clarify identify response
classify image scan
combine imagine sequence
compare implement short-term memory
compose interpret skim
consider interrelate specification
context judge stereotype
contradict(ion) justify stimulus/stimulate
contrast juxtapose structure
convert link summarise
decide long-term memory symbol
decipher meaning synthesise
decode metaphor transform
define model translate
design negotiate trigger
develop organise visualise
differentiate paraphrase
distinguish plan
evaluate predict
evidence prioritise

Appendix 3:
Task 12 Full Moon causes car accidents some
prompt questions
There is only one explanation given for the data.

A full Moon is bright which would suggest better visibility.
Is this a single study?
How was it designed?
Was it a short-term study which could give skewed results? (For example, if the full
Moon occurred at a weekend.)
Why didnt the company take the results seriously?
What is a study of three million policies? How many of them had accident claims?
How many were at night? How many of those at night were on nights with a full
Moon? How many accidents were there?
Was any account taken of other weather conditions?
Is it a replicable study?
Incorrect science the Moon is NOT a strong source of energy.
If you believe in the effects of the Moon or yin and yang then this study confirms
your beliefs.

Appendix 4:
Evidence decision maker
This is a simple framework to help pupils think about the reliability of a piece of research
or article. Pupils select either A, B or C for each question and then use the list below to
make their decision.
Mainly As indicates good source of data.
Mainly Bs indicates the source should be used cautiously and only when it
accompanies other A sources of data.
Mainly Cs indicates the source should not be considered as evidence.
A B C
Is the evidence Data has clear Data has some Data has weak or
based on links to widely links to scientific no links to
accepted accepted thinking or scientific thinking
scientific scientific thinking knowledge or knowledge
knowledge? or knowledge
Are other sources There are clear Conclusions or Assumptions

of data/studies links between the assumptions are have been
used or referred sources of data. drawn from weak plucked from
to? Other sources of or controversial thin air when
data are based on data linking the
accepted sources of data.
scientific thinking; Other sources
other sources are may represent an
credible idiosyncratic/
minority view
How much of the Very little any Some opinions Most there is no
evidence is based opinions are are used in the guidance as to
on opinion? clearly identified evidence and whether these
as such could be taken as opinions are held
facts by large or small
numbers of
people

A B C
If statistics/graphs Statistics are easy Statistics sound Statistics cannot
are used as part of to verify plausible but be verified and
the evidence Graphs do not need to be appear to be a
have misleading checked out work of fiction
scales Scales on the Graphs are
graphs could meaningless or
cause over or based on
underestimation incorrect data
Is the evidence Results from Some concerns No, or weak,

based on proper experiments are about the way the experimental
experimental valid and reliable, experiment was evidence
procedure? (e.g. e.g. carried out by carried out which
large sample size, respected means that the
sufficiently long scientists/ results may not
period of study) organisations be fully reliable or
valid
Is the information The information is There are some The information is

relevant to the very relevant relevant aspects interesting but
original question but I need to find not really relevant
or theory? out more to be
sure
Do the inferences The inferences The inferences The inferences are

drawn link to the drawn clearly link drawn need to be questionable
observations? to the checked further other inferences
observations could be drawn
Is the author of Yes definitely Possibly but I Unlikely

the article need to check to
credible? find out more
about them
Is the evidence Yes it may be a No but it No newspaper

the original summary contains extracts or other
research? from the original individuals
research interpretation

Acknowledgements
Page 5, le Penseur, Auguste RODIN S. 1295, bronze, 180 X 98 X 145 cm, Jerome
Manoukian, Musee Rodin, Paris.
Page 18, Jenner: Smallpox is stemmed, Robert Thom, American, (Grand Rapids, MI, 1915
1979, Michigan), oil on canvas, 102.87 cm x 83.82 cm (40 in. x 33 in.), Collection of the
University of Michigan Health System, Gift of Pfizer inc. UMHS.23.
Page 27 30, Ways to make progress in the thinking areas of reasoning and evaluation.
Essex County Council. Used with kind permission.
Copies of this publication may be available from:

www.teachernet.gov.uk/publications
You can download this publication and obtain
further information at:
www.standards.dcsf.gov.uk/
Copies of this publication may be available from:
DCSF Publications
PO Box 5050
Sherwood Park
Annesley
Nottingham NG15 ODJ
Tel 0845 60 222 60
Fax 0845 60 333 60
Textphone 0845 60 555 60
email: dcsf@prolog.uk.com
Audience: Science subject leaders, teachers of
science and higher level teaching assistants.
Date of issue: 01-2008
Please quote ref: 00054-2008DVD-EN
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Developing critical and

First published in 2008

How to use this study unit 2

What is critical and creative thinking? 5

But Im just a science teacher 9

Strategies for developing critical and creative thinking 13

Appendix 1: Elements of critical and creative thinking in existing materials 32

Appendix 2: Thinking words 36

Appendix 4: Evidence decision maker 38

Crown copyright 2008 00054-2008DVD-EN

How to use this study unit

00054-2008DVD-EN Crown copyright 2008

Science in schools is dull. It bears no resemblance to what goes on in the

The key thing is thinking ability and problem solving.

Crown copyright 2008 00054-2008DVD-EN

00054-2008DVD-EN Crown copyright 2008

What is critical and creative

Task 1: What is critical and creative thinking?

Critical thinking is What do you think? Critical thinking is when

Critical thinking is when Critical thinking is when

Creative thinking What do you think? Creative thinking is about

Creative thinking is Creative thinking is being

le Penseur, Auguste RODIN, S. 1295, bronze, 180 x 98 x 145 cm,

Crown copyright 2008 00054-2008DVD-EN

00054-2008DVD-EN Crown copyright 2008

Task 2: Two sides of the same coin?

Creative Both Critical

enquiring and analytical mind proposes new ideas when something

generalises and identifies patterns makes connections between different

shows perception and intuition not satisfied with simple explanations

thinks logically ingenuity

thinks divergently creates ideas for change

needs logical proof imaginative

visualises a concept a problem solver

a deep desire to understand how and determination to process information to

makes choices good evaluation skills

judges evidence seeks validity in reports

produces multiple solutions responds to serendipity

keen observation skills

Crown copyright 2008 00054-2008DVD-EN

00054-2008DVD-EN Crown copyright 2008

But Im just a science teacher

Experimentation and modelling are used to develop and evaluate

Task 3: Explicit or implicit?

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Task 4: What happens in my classroom?

Task 5: Identifying the opportunities in a lesson

Outline lesson plan: medicinal use of illegal drugs

How science works 1b How interpretation of data, using creative thought,

Breadth of study 5e Human health is affected by a range of

Learning objective(s) To develop a balanced argument for or against the use

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Planned sequence of Starter

Significant or Access to ICT facilities and suitable websites that have

Any particular advice Maintain a balanced argument throughout

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Task 6: Identifying the opportunities in your scheme of work

Lots of Creative thinking

Not much of Lots of

00054-2008DVD-EN Crown copyright 2008

Strategies for developing

Critical and creative thinking is fostered in classrooms that:

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